Publications

Based on survey and focus group data from four community colleges, this research brief discusses why many students who go on to enroll in developmental math are unlikely to prepare for the math placement exam.

Based on a case study of the City University of New York's six community colleges, this publication identifies the conflicting motivations that shape developmental education reform efforts.

This NCPR working paper outlines the development of the Common Core State Standards (CCSS) and the CCSS-aligned assessments and argues that they can be used to support the mission of community colleges.

This paper describes a range of approaches to improving poor course placement accuracy and inconsistent standards associated with traditional assessment and placement practices at community colleges.

This paper uses student-level data from a statewide community college system to examine the validity of placement tests and high school information in predicting course grades and college performance.

This paper analyzes the predictive validity of one of the most commonly used placement exams using data on over 42,000 first-time entrants in a large, urban community college system.

This paper examines the role of entry assessment and its implementation, the validity of common assessments, and emerging directions in assessment policy and practice.

This paper analyzes patterns of student progression through sequences of developmental education starting from initial referral.

CCRC examined student characteristics, course-taking patterns, and other factors associated with higher probabilities that students who require remediation will take and pass gatekeeper courses.

This NCPR working paper reports findings from a study that used a detailed dataset and a regression discontinuity design to identify the causal effect of remediation on the educational outcomes of nearly 100,000 college students in Florida.